BOOK CHAPTERS Callejo Pérez, D. (2011). Dr. William McKinley Robinson (1948-1950). In O. Davis Jr. & M. Spearman (Eds.), A century of leadership: Biographies of Kappa Delta Pi presidents (pp. 43-57). Washington, D.C.: Kappa Delta Pi. A biography of William McKinley Robinson, President of Kappa Delta Pi from 1948-1950, who was influential in working to establish teacher education programs for rural education, increased access to services for rural schools, and generally regarded as one the champions of rural education. The book was commissioned by Kappa Delta Pi in celebration th of its 100 year. Callejo Pérez, D. (2011). Una historia critica de la epistemología del liderazgo intellectual en la educación. In A. Hernanduez Ulloa (Ed.), Epistemología y Formación Nuevos Horizontes para la Investigación Educativa (pp. 289-309). Guanjuato, Mexico: Universidad de Guanajuato. A theoretical analysis of the epistemology of intellectual leadership in education that considers the failure of teacher education and leadership education to the address basic sociological needs in programs that have led to the failure of K-12 education in the US to change society including understandings of race, class, and gender that are at the crux of the increased gap among minorities, the poor and the wealthy in the US. The paper was originally presented as a keynote in a conference on education, diversity and leadership in 2009, Guanajuato, Mexico as a keynote address.
CONFERENCE PRESENTATIONS Callejo Pérez, D. (2011, November). Transformational change and schools: Re-thinking leadership in schools as curriculum reform. Paper presented at the University Council for Educational Administration, Pittsburgh, PA. This paper is a philosophical analysis of how to Colleges of Education in the US have become embroiled in an anti-intellectual curriculum in preparing teachers and school leaders without thinking about the role and impact of research. Building on research that demonstrates that the failure of Colleges of Education lies in the inability of its faculty to conduct research—stemming from their own education in subpar doctoral programs that are not housed in research universities—that is at the core
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